ShareTEC “Sharing Digital Resources in the Teaching Education Community” is a 3-year project (2008 to 2011) co-funded by the European Community. Share.TEC is devoted to develop and cultivate a digital culture in Teacher Education. It supports the development of a European perspective of Teacher Education. To achieve this goal the Share.TEC-project is developing an online platform which will help practitioners across Europe search for, learn about and exchange resources. A major objective is supporting the sharing of experience about using the resources. The system is primarily designed for teacher educators and teachers engaged in pre-service education and professional development. Other target groups are publishers of digital resources for Teacher Education. Search and communications functions are presented as well as communities and workshops set up to facilitating use of resources. Finally the benefits, obstacles and challenges of using and producing digital resources in a portal are discussed.

In 1998 years' curriculum for the preschool stands it those children under school age will get possibility that” communicate with the aid of differently expression shapes” and an example that is mentioned in the governing document is song and musical.

The purpose with this study is to examine how the song and the music are used from a language development perspective in three different preschools' activities. In the essay, I review to earlier research around the music’s' and the song's possibilities for the child's linguistic development. In the essay, it is discussed about some important factors that obstruct music situations in the preschool that the curriculum for the preschool (Lpfö98) not specific describes what expression shapes as song and music will contain and that deficiency on musical education at pedagogues.

The method for the study was to collect empirical materials through observations on three different preschools. The observations were structured and the wide study was used a special registration schedule formulated for the study. The field notes described how music situations occur in the daily activity. The study's result was summarized and was processed, and then was linked this to the previous research around the matter. The all in all results show that pedagogues often uses song and musical in the activity, about than in various way, that does not need to be described in the preschools' work plans or week schedules.

The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts.

The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two.

In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become.

My aim is to find out about teachers’ perceptions of methods concerning learning and assessment of oral proficiencies. My questions are: What perceptions are there among teachers concerning assessment of oral proficiencies? How do teachers describe their ways of promoting and assessing oral proficiency? In order to answer my questions and obtain data I have accomplished two focus groups interviews with seven language teachers. The result shows that teachers are concerned with several factors regarding assessment of oral proficiency. They express that they try to include all students and that all students get the chance to express themselves, but one problem is that students often tend not to speak or practice their oral skills in the classroom. To prevent this issue teachers try to have discussions and oral tests in smaller groups, something which seems to be successful according to teachers. However, another problem with reference to promoting and assessing oral skills, is that time is not sufficient enough for the teachers to help all students to reach the oral goals. Because of that teachers tend always to have special occasions where they assess students whereas the continuous assessment takes place in the classroom at suitable opportunities.

The issues that I deal with in this study arose as a result of a specific event in the Estonian capital Tallinn in the spring of 2007, when authorities removed from the city center the Soviet monument which shows a Soviet soldier during World War II. When the monument was moved to the war cemetery in another part of Tallinn, anger and frustration quickly spread among the Russian-speaking population and less than one day after the move Tallinn's streets filled with young Russian-speaking protesters. Two years later, a new war memorial was inaugurated by the Estonian authorities in the central part of town. This new memorial was Estonia's own Freedom Monument.

In this study, the two concepts that I am focusing on are historical consciousness and identity. Historical consciousness is a key concept of the teaching of history. Identity is also one of the terms used often and in different contexts within the field of history teaching. The overall aim of this study is to highlight the relation between historical consciousness and identity among high school students in Estonia. I have focused on two groups of students in Estonian schools with two different languages of instruction.

The collected materials for the study consist of surveys, the young people's own life stories in text form as well as interviews. This was supplemented subsequently with the relevant content of education, including curriculum, including both national and local curricula, especially in the subject of history. To illustrate the study´s problem, I have put together various stories, where I analyze and interpret the collected material. These stories are based on different parts of the data material and the stories reflected and illuminated by my research questions.

The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.

In this paper I show how Article 26 of the Declaration of Human Rights developed from its earlier versions, including basic ideas for education, to aims and purposes, and its final adaptation incorporating further democratic ideals. I also show that the Declaration ""as a common standard of achievement"" heralded by the General Assembly of the United Nations is a principled statement of restriction on government intervention in education, on the one hand, and a principled positive statement that those affected by state-governed education should be able to choose education for their children on the other.

Theories of learning and theories of play have to a large extent been separate fields in academic research. However, new communicative conditions make learners become not only consumers of information but also producers of information, active members of learning communities and for example players of on-line games. With new resources for communication, new demands and new possibilities are raised for learning. This article argues that there is a need for a new articulation of how we understand learning and in further discusses processes of engagement, meaning making and transformation of signs. The article will also present a design theoretic perspective on learning, related to the question of play and ludic engagement. The concluding remark is that borders between the fields of learning and play are no longer meaningful to uphold.